A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring

Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty me...

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Autor principal:	Ariel Frey-Vogel
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Resident-as-Teacher Adult Learning Principles Morning Report Case Conference Mentoring/Coaching Case-Based Learning Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/79e9594d25f746e2990d3c136984c6da
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spelling	oai:doaj.org-article:79e9594d25f746e2990d3c136984c6da2021-11-19T14:12:14ZA Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring10.15766/mep_2374-8265.109542374-8265https://doaj.org/article/79e9594d25f746e2990d3c136984c6da2020-08-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10954https://doaj.org/toc/2374-8265Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty mentors. Methods The curriculum allowed individualization to each specific resident's needs. The faculty mentor helped the resident set curricular goals, observed and provided feedback on resident facilitation of four MRs and one noontime conference, and reviewed adult learning principles with the resident. The curriculum guided the faculty and resident pair through leading MR and applied evidence to guide resident teaching. I surveyed resident teachers, the residents who attend MR, and faculty mentors to determine the curriculum's perceived educational impact. Results Over the 2010–2016 academic years, 124 senior residents participated. Senior residents self-reported significantly more confidence, interest, and preparedness for teaching after the curriculum. Trainees attending MR rated the quality of equal value after curriculum implementation, and responded that senior residents leading MR were more likely to give clear explanations, teach at an appropriate level, and were less likely to run out of time. Faculty mentors enjoyed participating and found the one-on-one mentorship relationship important for their satisfaction with the experience. Discussion Outcome data suggested that the mentorship relationship was the most important element of the curriculum and that flexibility was key to allowing individual needs to be met. The intervention is applicable to other residency programs and specialties, and faculty mentors are not required to have a medical education background.Ariel Frey-VogelAssociation of American Medical CollegesarticleResident-as-TeacherAdult Learning PrinciplesMorning ReportCase ConferenceMentoring/CoachingCase-Based LearningMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Resident-as-Teacher Adult Learning Principles Morning Report Case Conference Mentoring/Coaching Case-Based Learning Medicine (General) R5-920 Education L
spellingShingle	Resident-as-Teacher Adult Learning Principles Morning Report Case Conference Mentoring/Coaching Case-Based Learning Medicine (General) R5-920 Education L Ariel Frey-Vogel A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
description	Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty mentors. Methods The curriculum allowed individualization to each specific resident's needs. The faculty mentor helped the resident set curricular goals, observed and provided feedback on resident facilitation of four MRs and one noontime conference, and reviewed adult learning principles with the resident. The curriculum guided the faculty and resident pair through leading MR and applied evidence to guide resident teaching. I surveyed resident teachers, the residents who attend MR, and faculty mentors to determine the curriculum's perceived educational impact. Results Over the 2010–2016 academic years, 124 senior residents participated. Senior residents self-reported significantly more confidence, interest, and preparedness for teaching after the curriculum. Trainees attending MR rated the quality of equal value after curriculum implementation, and responded that senior residents leading MR were more likely to give clear explanations, teach at an appropriate level, and were less likely to run out of time. Faculty mentors enjoyed participating and found the one-on-one mentorship relationship important for their satisfaction with the experience. Discussion Outcome data suggested that the mentorship relationship was the most important element of the curriculum and that flexibility was key to allowing individual needs to be met. The intervention is applicable to other residency programs and specialties, and faculty mentors are not required to have a medical education background.
format	article
author	Ariel Frey-Vogel
author_facet	Ariel Frey-Vogel
author_sort	Ariel Frey-Vogel
title	A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
title_short	A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
title_full	A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
title_fullStr	A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
title_full_unstemmed	A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
title_sort	resident-as-teacher curriculum for senior residents leading morning report: a learner-centered approach through targeted faculty mentoring
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/79e9594d25f746e2990d3c136984c6da
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A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring

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